Whole Groups 11:00 AM - Read the book "The Monster's Party"
Teacher reads big book, using the shared reading method. From time to time the teacher prompted students to read words with them or by themselves. While reading, frequently ask literal and interpretive questions. Questions like "What is happening?" and "What can happen?" were asked.
Teaching notes:
- Teacher encourages students to point to words as they read so that students remember where they're up to, and so that the teacher knows where the child is up to, how well they read (punctuation, grammar, etc), and what words they can't speak.
- Teacher also encourages students to go back and try to say words again, or "fix it", if they make a mistake while reading.
Small Groups 11:10AM - Do activities based on The Monster's Party.
Teacher has groups in groups named by various colours (red group, blue group etc) and sends them to different tables to do various activities. These groups are usually assisted by parent-helpers.
Activity 1 - Get students to make a party hat;
Equipment: Glue, Scissors, Small Squares of Coloured Paper, Sticky Tape, Crayons
Description:
This activity allows students to use their creativity and perform interactive tasks to which they may be more responsive. Care was taken to ensure students were responsible when using things like scissors, and that they were careful what and where they were cutting.
Activity 2 - Alphabet Sketch;
Equipment: Sheet of Paper With Images and A List of Letters on it, Different Coloured Crayons
Description:
This activity required students colour coded a series of images to a series of letters. This activity was useful for assisting students to relate letters to familiar images.
Activity 3 - Word Bingo;
Equipment: Different Charts With Random Sight Words, Flash Cards With Matching Sight Words, "Jelly Buttons" (See-Through Playing Chips)
Description:
Children were given a sheet with words on them. In the middle there was a container with "Jelly Buttons" in it. A set of cards with the words on it were then pulled out one-by-one and students had to match the words to their bingo card if possible, and place a "Jelly Button" on the match. This activity is beneficial in aiding children to be able to recognise, read, and say words. When I was running this activity I asked students to read out the word on the card I pulled out.
Activity 4 - Make Their Own Story;
Equipment: Paper With Half of a Sentence Written and a Line to Write on
Description:
Students were given a sheet with a partial sentence on it and were asked to complete the sentence in order to make their own 'story'. After they had written their story they were then asked to draw an image to accompany it. This is a good activity to help children read and comprehend written information, and the option of drawing a picture to accompany it makes it seem less like a "task" for them.
Activity 5 - Guided Reading;
Equipment: A Class Set of Short, Simple Books
Description: Guided reading is done with the teacher. The teacher asks a lot about the book using the three questioning methods, interpretive, inferential and literal. The students read slowly as a group, along with the teacher, analysing and interpreting all the given information.
Whole Groups 11:45AM - Share and Say;
Children regroup at the front of the classroom and share their work with the rest of the class. One by one the teacher will ask the groups to present their work.
Teaching notes:
- When students were showing their alphabet sketch's, the teacher asked them to say the "letter sound" of the words that start with "letter of the week", and then changed the letter at the end in an attempt to trick students.
Break; 11:55AM - Break;
Children were each given fruit as part of a new government initiative entitled "Free Fresh Fruit".
The Writing Component
Whole Groups 12:05 PM - Write Sentences From The Big Book;
The teacher quickly asks students to recap what they remember from the book. Using shared writing, the teacher writes most of a sentence and asks children to complete it. Students are asked to give appropriate punctuation, and the teacher explains why it is necessary. The teacher then asks for students to write a word on the white board to complete the sentence.
Teaching notes:
- Teacher encourages students by sounding out letters, and asking students to say the letter sound.
- Utilise the "chewing gum" method to get students to elongate the speaking of words to emphasise letters whereby students use their hands as if they were stretching a piece of chewing gum from their mouths.
- Get students to close their eyes and really listen to the words.
- For harder words, say them similarly to how easier more familiar words are said (example: my and fly).
- Draw stars in the direction students should write letters when they're unsure to give them some sort of a guide.
Small Groups 12:15PM - Write A Set Sentence About The Big Book;
Children go back to their tables and are asked to write a sentence that the teacher defines. Here the teacher goes around and works with children individually to assist them with their writing. This method is good for determining the level students are at, and their improvement.
Teaching notes:
- Teacher emphasises the importance of the students' letter charts, and makes sure all students have them. These letter charts have the whole alphabet drawn on them in Modern Victorian Cursive font along with a familiar image that starts with that letter. This page also has the main 20 sight words on it.
Whole Groups 12:50PM - Share and Say;
Children regroup at the front of the classroom and show their work with the rest of the class by holding it up under their chin. The teacher picks students at random to read what they have written to the class, ensuring they point as they read.
Teaching notes:
- Depending on the clarity of the child's writing, the teacher will read to the class, pointing as they read word-for-word (see modelled reading), or they would ask the student to read and point.
Whole Groups
11:00 AM - Read the book "The Monster's Party"
Teacher reads big book, using the shared reading method. From time to time the teacher prompted students to read words with them or by themselves. While reading, frequently ask literal and interpretive questions. Questions like "What is happening?" and "What can happen?" were asked.
Teaching notes:
- Teacher encourages students to point to words as they read so that students remember where they're up to, and so that the teacher knows where the child is up to, how well they read (punctuation, grammar, etc), and what words they can't speak.
- Teacher also encourages students to go back and try to say words again, or "fix it", if they make a mistake while reading.
Small Groups
11:10AM - Do activities based on The Monster's Party.
Teacher has groups in groups named by various colours (red group, blue group etc) and sends them to different tables to do various activities. These groups are usually assisted by parent-helpers.
Activity 1 - Get students to make a party hat;
Equipment: Glue, Scissors, Small Squares of Coloured Paper, Sticky Tape, Crayons
Description:
This activity allows students to use their creativity and perform interactive tasks to which they may be more responsive. Care was taken to ensure students were responsible when using things like scissors, and that they were careful what and where they were cutting.
Activity 2 - Alphabet Sketch;
Equipment: Sheet of Paper With Images and A List of Letters on it, Different Coloured Crayons
Description:
This activity required students colour coded a series of images to a series of letters. This activity was useful for assisting students to relate letters to familiar images.
Activity 3 - Word Bingo;
Equipment: Different Charts With Random Sight Words, Flash Cards With Matching Sight Words, "Jelly Buttons" (See-Through Playing Chips)
Description:
Children were given a sheet with words on them. In the middle there was a container with "Jelly Buttons" in it. A set of cards with the words on it were then pulled out one-by-one and students had to match the words to their bingo card if possible, and place a "Jelly Button" on the match. This activity is beneficial in aiding children to be able to recognise, read, and say words. When I was running this activity I asked students to read out the word on the card I pulled out.
Activity 4 - Make Their Own Story;
Equipment: Paper With Half of a Sentence Written and a Line to Write on
Description:
Students were given a sheet with a partial sentence on it and were asked to complete the sentence in order to make their own 'story'. After they had written their story they were then asked to draw an image to accompany it. This is a good activity to help children read and comprehend written information, and the option of drawing a picture to accompany it makes it seem less like a "task" for them.
Activity 5 - Guided Reading;
Equipment: A Class Set of Short, Simple Books
Description:
Guided reading is done with the teacher. The teacher asks a lot about the book using the three questioning methods, interpretive, inferential and literal. The students read slowly as a group, along with the teacher, analysing and interpreting all the given information.
Whole Groups
11:45AM - Share and Say;
Children regroup at the front of the classroom and share their work with the rest of the class. One by one the teacher will ask the groups to present their work.
Teaching notes:
- When students were showing their alphabet sketch's, the teacher asked them to say the "letter sound" of the words that start with "letter of the week", and then changed the letter at the end in an attempt to trick students.
Break;
11:55AM - Break;
Children were each given fruit as part of a new government initiative entitled "Free Fresh Fruit".
The Writing Component
Whole Groups
12:05 PM - Write Sentences From The Big Book;
The teacher quickly asks students to recap what they remember from the book. Using shared writing, the teacher writes most of a sentence and asks children to complete it. Students are asked to give appropriate punctuation, and the teacher explains why it is necessary. The teacher then asks for students to write a word on the white board to complete the sentence.
Teaching notes:
- Teacher encourages students by sounding out letters, and asking students to say the letter sound.
- Utilise the "chewing gum" method to get students to elongate the speaking of words to emphasise letters whereby students use their hands as if they were stretching a piece of chewing gum from their mouths.
- Get students to close their eyes and really listen to the words.
- For harder words, say them similarly to how easier more familiar words are said (example: my and fly).
- Draw stars in the direction students should write letters when they're unsure to give them some sort of a guide.
Small Groups
12:15PM - Write A Set Sentence About The Big Book;
Children go back to their tables and are asked to write a sentence that the teacher defines. Here the teacher goes around and works with children individually to assist them with their writing. This method is good for determining the level students are at, and their improvement.
Teaching notes:
- Teacher emphasises the importance of the students' letter charts, and makes sure all students have them. These letter charts have the whole alphabet drawn on them in Modern Victorian Cursive font along with a familiar image that starts with that letter. This page also has the main 20 sight words on it.
Whole Groups
12:50PM - Share and Say;
Children regroup at the front of the classroom and show their work with the rest of the class by holding it up under their chin. The teacher picks students at random to read what they have written to the class, ensuring they point as they read.
Teaching notes:
- Depending on the clarity of the child's writing, the teacher will read to the class, pointing as they read word-for-word (see modelled reading), or they would ask the student to read and point.
- Introduction to Learner
- Reading Interests Survey
- Learner Understanding
- Reading Fluency
- Writing Assessment
Teaching Programs
- Classroom Structure
- Teaching Approaches
- Reading/Writing Approaches
- Observation Notes
Teaching Resources
Statement of Observation
Permission Slip
Reference List
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